Gendered play in science classroom: Perceptions in pre-service teacher training

Abstract

This study analysed the conceptions and perceptions of student teachers and trainee teachers, respectively, at a Latin American university, about the role of play in science teaching from a gender perspective. In the research, a Knowledge and Prior Study Inventory form was applied, aimed at revealing self-perceived knowledge, and a subsequent discussion was held. The results showed a low awareness of the meaning of the gender perspective and a restricted view of the possibilities of using games in science learning and teaching processes. The results showed that there is a lack of knowledge of the meaning of the gender perspective and a restricted view of the possibilities of using games in science teaching and learning processes, as well as conceptions of assessment and the role of the teacher which point to a traditional view of teaching and indicate the need for interventions aimed at changing this view. Differences in perceptions and conceptions have also been detected between female and male students.